Publications
* Copyright notice: The linked PDFs are pre-print versions of the manuscripts. This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders.
Refereed Journal Articles
Elara, L. & McCarthy, K. S. (2023). Exploring supports to enhance learning from online science simulations. American Journal of Distance Education. https://doi.org/10.1080/08923647.2023.2267932
​
Butterfuss, R., McCarthy, K. S., Orcutt, E., Kendeou, P., & McNamara, D. S. (2023). Identification of main ideas in expository texts: Selection versus deletion. Reading and Writing. https://doi.org/10.1007/s11145-023-10431-5
​
McCarthy, K. S. & Yan, E. F. (2023). Reading comprehension and constructive learning: Policy considerations in the age of AI. Policy Insights from the Brain and Behavioral Sciences. https://doi.org/10.1177/23727322231218891
McNamara, D. S., Newton, N. N.*, Christilf, K.*, McCarthy, K. S., Magliano, J. P., & Allen, L. K. (2023). Anchoring your bridge: The importance of paraphrasing to inference making in self-explanations. Discourse Processes, 60(4-5), 337-362. https://doi.org/10.1080/0163853X.2023.2225757
​
McNamara, D. S., Watanabe, M.*, Huynh, L.*, McCarthy, K. S., Allen, L. K., & Magliano, J. P. (2023). Summarizing versus rereading multiple documents. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2023.102238
​
McCarthy, K. S., Steinberg, J., Dreier, K., O'Reilly, T., Sabatini, J., Butterfuss. R.+, & McNamara, D. S. (2023). The effects of prior knowledge in a scenario-based comprehension assessment: A multidimensional approach. Learning & Individual Differences. https://doi.org/10.1016/j.lindif.2023.102283
McNamara, D. S., Fang, Y.+, Butterfuss, R.+, Arner, T.+, Watanabe, M.*, McCarthy, K. S., Allen, L. K., & Roscoe, R. D. (2022). iSTART: Adaptive comprehension strategy training and stealth literacy assessment. International Journal of Human-Computer Interaction https://doi.org/10.1080/10447318.2022.2114143
​
Butterfuss, R., Roscoe, R. D., Allen, L. K., McCarthy, K. S., & McNamara, D. S. (2022). Strategy update in the W-Pal: Adaptive feedback and instruction. Journal of Educational Computing Research, 60(3), 696-721. https://doi.org/10.1177/07356331211045304
Magliano, J. P., Flynn, L., Feller, D. P., McCarthy, K. S., McNamara, D. S., & Allen, L. K. (2022). Leveraging a multidimensional linguistic analysis of constructed responses produced by college readers. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.936162
McCarthy, K. S., Crossley, S. A., Meyers, K., Boser, U…& Zampieri, M. (2022). Toward more effective and equitable learning: Identifying barriers and solutions for the future of online education. Technology, Mind, & Behavior, 3(1), https://doi.org/10.1037/tmb0000063 [open access]
McCarthy, K. S., Roscoe, R. D., Allen, L. K., Likens, A. D., & McNamara, D. S. (2022). Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? Assessing Writing (2), 100608. https://doi.org/10.1016/j.asw.2022.10060
McCarthy, K. S., Yan, E. F., Sonia, A. , Allen, L. K., Magliano, J. P., & McNamara, D. S. (2022). On the basis of source: Impacts of individual differences on integrated reading and writing tasks. Learning & Instruction, 79, 101599, https://doi.org/10.1016/j.learninstruc.2022.101599
Arner, T. , McCarthy, K. S., & McNamara, D. S. (2021). iSTART Stairstepper: Using comprehension strategy training to game the test. Computers, 10, 48. https://doi.org/10.3390/computers10040048 [open access]
Dahl, A. C., Carlson, S. E., Renken, M., McCarthy, K. S., & Reynolds, E. (2021). Materials matter: An exploration of text complexity and its effects on middle school readers’ comprehension processing. Language, Speech, and Hearing Services in Schools, https://doi.org/10.1044/2021_LSHSS-20-00117
​
Flynn, L. E., McNamara, D. S., McCarthy, K. S., Magliano, J. P, & Allen, L. K. (2021). The appearance of coherence: Using cohesive properties of readers’ constructed responses to predict individual differences. Revista Signos. Estudios de Lingüística, 54(107).
Kim, M. K., & McCarthy, K. S. (2021). Using graph centrality as a global index to assess students’ mental model structure development during summary writing. Educational Technology Research and Development, 69(2), 971-1002. https://doi.org/10.1007/s11423-021-09942-1 [PDF]
​
McCarthy, K. S. & Hinze, S. R. (2021). You've got some explaining to do: Effects of explanation prompts on science text comprehension. Applied Cognitive Psychology, 35(6), 1608-1620. https://doi.org/10.1002/acp.3875
McCarthy, K. S. & McNamara, D. S. (2021). The multidimensional knowledge in text comprehension framework. Educational Psychologist, 1-19. https://doi.org/10.1080/00461520.2021.1872379
Wang, Z., O’Reilly, T., Sabatini, J., McCarthy, K. S., & McNamara, D. S. (2021). A tale of two tests: The role of topic and general academic knowledge in traditional versus contemporary scenario-based reading. Learning and Instruction, 73, 101462. https://doi.org/10.1016/j.learninstruc.2021.101462
​
Balyan, R., McCarthy, K. S., & McNamara, D. S. (2020). Applying natural language processing and hierarchical machine learning approaches to text difficulty classification. International Journal of Artificial Intelligence in Education, 1-34. http://doi.org/10.1007/s40593-020-00201-7 [PDF]
Kim., M. K. & McCarthy, K. S. (2020). Improving summary writing through formative feedback in a technology-enhanced learning environment. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12516
McCarthy, K. S., Watanabe, M., Dai, J., & McNamara, D. S. (2020). Personalized learning in iSTART: Past modifications and future design. Journal of Research on Technology in Education, 52(3), 301-321. https://doi.org/10.1080/15391523.2020.1716201 [PDF]
McCarthy, K. S., Soto, C. M., Gutierrez de Blume, A. P., Palma, D., González, J. I., & McNamara, D. S. (2020). Improving Reading Comprehension in Spanish Using iSTART-E: A Pilot Study. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(4), 66-82. doi:10.4018/IJCALLT.2020100105 [PDF]
Tao, C. , Scott, K. A. & McCarthy, K. S. (2020). Do African American male and female adolescents differ in technological engagement?: The effects of parental encouragement and adolescents' technological confidence. Sex Roles. https://doi.org/10.1007/s11199-020-01134-0 [PDF]
McCarthy, K. S., McNamara, D. S., Solnyshkina, M. I., Tarasova, F. K., & Kupriyanov, R. V. (2019). The Russian Language Test: Towards assessing comprehension in Russian. Science Journal of Volgograd State University. Linguistics, 18(4), 231-247. https://doi.org/10.15688/jvolsu2.2019.4.18
​
McNamara, D. S., Roscoe, R., Allen, L., & Balyan, R., McCarthy , K. S. (2019). Literacy: From the Perspective of Text and Discourse Theory. Journal of Language and Education, 5(3), 56-69. https://doi.org/10.17323/jle.2019.10196. [PDF]
​
McCarthy, K. S. & Goldman, S. R. (2019). Constructing interpretive inferences about literary text: The role of domain-specific knowledge. Learning and Instruction, 60, 245-251. https://doi.org/10.1016/j.learninstruc.2017.12.004 [PDF]
​McCarthy, K. S., Guerrero, T. G., Kent, K., Allen, L. K., McNamara, D. S., Chao, S., Steinberg, J., O’Reilly, T., & Sabatini, J. (2018). Comprehension in a scenario-based assessment: Domain and topic-specific background knowledge. Discourse Processes, 55, 510-524. https://doi.org/10.1080/0163853X.2018.1460159 [PDF]
​
McCarthy, K. S., Likens, A. D., Johnson, A. M., Guerrero, T. A., & McNamara, D. S. (2018). Metacognitive overload!: Positive and negative effects of metacognitive prompts in an intelligent tutoring system. International Journal of Artificial Intelligence in Education, 28, 420-438. https://doi.org/10.1007/s40593-018-0164-5 [PDF]
​
Yukhymenko-Lescroart, M., Briner, S. W., Lawless, K., Levine, S., Magliano, J. P., Burkett, C., McCarthy, K. S., Lee, C. D., & Goldman, S. R. (2016). Development and initial validation of the Literature Epistemic Cognition Scale (LECS). Learning and Individual Differences, 51, 242-248. http://dx.doi.org/10.1016/j.lindif.2016.09.014 [PDF]
McCarthy, K. S. (2015). Reading beyond the lines: A critical review of cognitive approaches to literary interpretation and comprehension. Scientific Study of Literature, 5, 99- 128. https://doi.org/10.1075/ssol.5.1.05mcc [PDF]
McCarthy, K. S. & Goldman, S. R. (2015). Comprehension of short stories: Effects of task instructions on literary interpretation. Discourse Processes, 52, 585-608. https://doi.org/10.1080/0163853X.2014.967610 [PDF]
Book Chapters
McCarthy, K. S., Magliano, J. P., Levine, S., Elfenbein, A., & Horton, W. S. (2021). Constructing mental models in literary reading: the role of interpretive inferences. In D. Kuiken & A. Jacobs (Eds.) Handbook of Empirical Literary Studies.
McCarthy, K. S., Watanabe, M. , & McNamara, D. S. (2020). The Design Implementation Framework: Guiding principles for the redesign of a reading comprehension intelligent tutoring system. In M. Schmidt, A. Tawfik, Y. Earnshaw, & I. Jahnke (Eds.) Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology. [open access]
​
McNamara, D. S., Allen, L. K., McCarthy, K. S., & Balyan, R. (2018). NLP: Getting Computers to Understand Discourse. In K. Millis, Long, D., Magliano, J. & Wiemer, K. (Eds.) Deep learning: Multi-Disciplinary Approaches (pp. 224-236). Routledge. [PDF]
​
McCarthy, K. S., Kopp, K. J., Allen, L. K., & McNamara, D. S. (2018). Methods of studying text: Memory, comprehension, and learning. In H. Otani & B. Schwarz (Eds.), Research Methods in Human Memory. Routledge. [PDF]
Johnson, A. M., Perret, C. A., Watanabe, M., Kopp, K. J., McCarthy, K. S., & McNamara, D. S. (2018). Implementing Adaptive Feedback in Intelligent Tutors for Reading and Writing. In S. Craig (Ed.), Tutoring and Intelligent Tutoring Systems (pp. 221-249). Nova.
Goldman, S. R., McCarthy, K. S., & Burkett, C. (2015). Interpretive inferences in literature. In E. O’Brien, A. Cook, & R. Lorch (Eds.), Inferences during reading (pp. 386-415). Cambridge University Press. [PDF]
Refereed Conference Proceedings
Christhilf, K., Butterfuss, R., Newton, N.*, McCarthy, K. S., Allen, L. K., Magliano, J. P., & McNamara, D. S. (2022). Using Markov Models and Random Walks to Examine Strategy Use in Differently Skilled Readers. In Proceedings of the 15th Meeting of the International Conference on Educational Dating Mining (EDM). Durham, UK. Virtual.
McCarthy, K. S. & Whaley, D. (2022). The effects of domain-specific knowledge on (re)reading a literary short story. In Proceedings of the Annual Meeting of the International Society of the Learning Sciences (ISLS). Virtual.
​
Allen, L. K., Magliano, J. P., McCarthy, K. S., Sonia, A., Creer, S., & McNamara, D. S. (2021). Coherence-building in multiple document comprehension. In T. Fitch, C. Lamm, H. Leder, & K. Tessmar (Eds.), Proceedings of the 43rd Annual Conference of the Cognitive Science Society. Vienna, Austria: Cognitive Science Society. [PDF]
​
McCarthy, K. S., Magliano, J. P., Snyder, J., Kenney, E. , Perret, C. A. , Newton, N. N. , Knezevic, M. , Allen, L. K., & McNamara, D. S. (2021). Quantified qualitative analysis: Rubric development and inter-rater reliability as iterative design. In Proceedings of 1st Annual Meeting of the International Society of the Learning Sciences (ISLS). Bochum, Germany (Virtual). [PDF]
Kim, M. K., Heidari, A., & McCarthy, K. S. (2020). Reading comprehension and mental model development: A cross-validation of methods and technologies to assess student understanding of the text. In Proceedings of the International Conference of the Learning Sciences (ICLS). Nashville, TN. [PDF]
Kim, M. K. & McCarthy, K. S. (2020). Summary writing as a process of building a solid mental model: A global index to describe knowledge structure change. In Proceedings of the International Conference of the Learning Sciences (ICLS). Nashville, TN. [PDF]
McCarthy, K. S. (2020). Examining students’ knowledge of disciplinary reading goals and strategies. In Proceedings of the International Conference of the Learning Sciences (ICLS). Nashville, TN. [PDF]
McCarthy, K. S., Allen, L. K., & Hinze, S. R. (2020). Predicting Reading Comprehension from Constructed Responses: Explanatory Retrievals as Stealth Assessment. In Proceedings of the International Conference on Artificial Intelligence in Education (AIED). Ifrane, Morocco. Springer [PDF].
​
McCarthy, K. S., Roscoe, R. D., Likens, A. D., & McNamara, D. S. (2019). Checking it twice: Does adding spelling and grammar checkers improve essay quality in an automated writing tutor? In Proceedings of the 20th International Conference on Artificial Intelligence in Education (AIED). Chicago, IL: Springer. [PDF]
​
McCarthy, K. S. & Hinze, S. R. (2019). Using natural language processing to assess explanation quality in retrieval practice tasks. In Companion Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK’19). Tempe, AZ. [PDF]
Watanabe, M., McCarthy, K. S., & McNamara, D. S. (2019). Effects of adapting text difficulty in an intelligent tutoring system. In Companion Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK’19). Tempe, AZ. [PDF]
Balyan, R., McCarthy, K. S., & McNamara, D. S. (2018). Comparing machine learning classification approaches for predicting expository text difficulty. In Proceedings of the 31st Annual Florida Artificial Intelligence Research Society (FLAIRS). Melbourne, FL: AAAI Press. [PDF].
​
Likens, A. D., McCarthy, K. S., Allen, L. K., & McNamara, D. S. (2018). Recurrence Quantification Analysis as a method for studying text comprehension dynamics. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK’18). Sydney, Australia. [PDF]
​
McCarthy, K. S., Likens, A. D., Kopp, K. J., Watanabe, M., Perret, C. A., & McNamara, D. S. (2018). The “LO”-down on grit: Non-cognitive trait assessments fail to predict learning gains in iSTART and W-Pal. In Companion Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK’18). Sydney, Australia. [PDF]
​
McCarthy, K. S., Soto, C., Malbran, C., Fonseca, L., Simian, M., & McNamara, D. S. (2018). iSTART-E: Reading comprehension strategy training for Spanish speakers. In Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED). London, UK. [PDF]
​
Ruseti, S., Dascalu, M., Johnson, A. M., McNamara, D. S., Balyan, R., & McCarthy, K. S., & Trausan-Matu, S. (2018). Scoring Summaries using Recurrent Neural Networks. In Proceedings of the 14th International Conference on Intelligent Tutoring Systems (ITS). Montreal, Canada. [PDF]
Balyan, R., McCarthy, K. S., & McNamara, D. S. (2017). Combining machine learning and natural language processing to assess literary text comprehension. In X. Hu, T. Barnes, A. Hershkovitz & L. Paquette (Eds.) Proceedings of the 10th International Conference on Educational Dating Mining (EDM). Wuhan, China: International Educational Data Mining Society. [PDF]
Johnson, A. M., McCarthy, K. S., Kopp, K., Perret, C. A., & McNamara, D. S. (2017). Adaptive reading and writing instruction in iSTART and W-Pal. In Z. Markov & V. Rus (Eds.), In Proceedings of the 30th Annual Florida Artificial Intelligence Research Society International Conference (FLAIRS). Marco Island, FL: AAAI Press. [PDF]
McCarthy, K. S., Jacovina, M. E., Snow, E. L. Guerrero, T. A., & McNamara, D. S. (2017). iSTART therefore I understand: But metacognitive supports did not enhance comprehension gains. In E. Andre, R. Baker, X. Hu, M. Rodrigo, & B. Du Boulay (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED). Wuhan, China: Springer. [PDF]
McCarthy, K. S., Johnson, A. M., Likens, A. D., Martin, Z., & McNamara, D. S. (2017). Metacognitive prompt overdose: Positive and negative effects of prompts in iSTART. In X. Hu, T. Barnes, A. Hershkovitz & L. Paquette (Eds.), Proceedings of the 10th International Conference on Educational Data Mining (EDM). Wuhan, China: International Educational Data Mining Society. [PDF]
Perret, C. A., Johnson, A. M., McCarthy, K. S., Guerrero, T. A., & McNamara, D. S. (2017). StairStepper: An adaptive remedial iSTART module. In E. Andre, R. Baker, X. Hu, M. Rodrigo, & B. Du Boulay (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED), Wuhan, China: Springer. [PDF]
Other Media
Jeff Greene (Host). Emerging Research in Educational Psychology Podcast. https://podcasts.apple.com/us/podcast/dr-kathryn-soo-mccarthy-dr-danielle-mcnamara/id1429028409?i=1000516220262